Bachelor of Ancient History
ANHI19V1
| Minimum number of credit points for the degree | 72 |
| Of your 72 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 42 |
| Minimum number of credit points at 300 level or above | 18 |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
100 level
200 level
300 level
or
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 079891G |
| Overview and Aims of the Program | The program includes the study of early Egypt and the ancient Near East through classical Greece and Rome, Late Antiquity, Judaism and early Christianity, and the medieval and Byzantine periods, across the Silk Roads to ancient China. Students are required to take a unit in archaeology and two ancient languages (choosing from Ancient Egyptian Hieroglyphs, Ancient Hebrew, Ancient Greek, Latin and Coptic, all offered from beginner's level). There are also opportunities to participate in archaeological fieldwork abroad, utilizing the resources of the Macquarie University Archaeological Fieldwork Laboratory which provides innovative technology in archaeological service. It is the program's embrace of such a range of skills pertinent to Ancient World Studies and the breadth of its geographical and chronological compass that give the program its distinct character. Students may enrol in internal or external modes. The objectives of the program are to enhance students' understanding of the history of a wide context of ancient cultures and to provide disciplinary skills for subsequent research. The program makes available to high-achieving students an elite award in the area of Ancient History, ensuring the recruitment and training of students for Higher Degree Research. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated that students should be able to: KNOWLEDGE 1. demonstrate a broad and coherent body of knowledge, with depth in the underlying principles and concepts of branches of Ancient World Studies pertinent to the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (K, A) 2. illustrate knowledge of historical developments, research principles and discipline specific methodologies relevant to the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity in one or more of the disciplines: archaeology; art and architecture; epigraphy; language and literature; material culture; numismatics; and papyrology (K) 3. explain the principles and processes by which data from the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity is analyzed, evaluated and interpreted (K, T) 4. acquire an awareness of professional (academic), ethical and sustainability principles and values (E, A) 5. attain a basic knowledge of at least two ancient languages pertinent to the study of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity; and, optionally, a modern language pertinent to the study of the same (K, C) 6. attain a knowledge of archaeological practice, methods and theory in the field of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (K) SKILLS 7. conceptualize, apply, analyze, synthesize, and/or evaluate historical information and relevant theoretical concepts about the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity gathered from, or generated by, observation, experience, reflection, reasoning, or communication (K, T) 8. integrate knowledge and imagination (looking at ideas and concepts from meaningful original perspectives), and evaluation (employing critical thinking) as a foundation for learning (K, T, I) 9. present a clear, coherent, evidence-based exposition of knowledge and ideas about the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity in audio, digital, oral, visual and/or written form (C) 10. develop research skills in the location and evaluation of information in the field of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (K, T, P, C, J) 11. employ a proficiency in at least two ancient languages pertinent to the study of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity; and, optionally, a modern language pertinent to the study of the same (P, C) 12. employ a proficiency in archaeological practice, methods and theory in the field of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (T, P, C, J) APPLICATION OF KNOWLEDGE AND SKILLS 13. examine and critically evaluate historical data with initiative and judgement and illustrate competency through devising and sustaining arguments and solving problems associated with the study of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (K, J, P) 14. apply research skills in the location and evaluation of information in the field of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity (K, T, P, C, J) 15. independently design, execute and document a coherent research-based project (P, J) 16. consolidate expertise in a specific area of independent research at an advanced level (K, T, P, I, C, J, L) 17. engage with contemporary cultural perspectives and practices and contextualise historical knowledge (personalities, events, periods) and issues (ideologies, philosophies, traditions) according to intellectual and/or methodological and/or ethical conventions (A, J, E). |
| Learning and Teaching Methods | We expect students in the program to engage with learning and achieve the learning outcomes through: • The production of assessment tasks designed to develop and integrate knowledge and skills and support their application. • Independent and in-class practice to reinforce knowledge and skills. • Teacher-led discussion of key historical features and themes pertaining to the study of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity. • Collaboration in group activities on selected projects projects (including a mini-conference at advanced level focused on research-based assessment). This enables students to develop skills working in a team, to draw upon peer networks and to experience a diversity of opinions and perspectives. • Critical engagement with primary/secondary evidence and material culture (especially at advanced levels). • Inquiry within the research component of assessment tasks (especially at advanced levels). One distinctive feature of the program is the prominence of research-based assessment from foundation units to advanced levels. • Mentoring by staff from foundational units right throughout the program. Staff endeavour to give prompt and detailed feedback in order to encourage effective learning and improvement. • Enrichment through online learning and discussion forums, again enabling students to experience a diversity of views. Across the program we employ blended learning to support these processes. The production of assessments, collaborative work, and discussion of historical features and themes pertaining to the study of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity are coordinated using iLearn sites in combination with classroom teaching, and where appropriate, practical work (handling of artefacts and/or archaeological fieldwork). We consider that the study of the history of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity is a key component in the investigation of ancient cultures. We focus on ancient evidence, incorporating extensive analysis of documentary materials (inscriptions, papyri, ostraca etc.), literary texts and material culture. This broad spectrum of information provides the basis of critical engagement and inquiry into the significance of historical features and themes for the study of relevant ancient cultures, pursued especially at advanced levels of the program. |
| Assessment | This program offers the comprehensive study of the history, society, cult and belief systems, material culture and languages of the ancient Near East, Egypt, Greece, Rome, and/or Late Antiquity. It covers a wide range of periods from Predynastic Egypt and the Near East through classical Greece and Rome, Late Antiquity, Judaism and early Christianity to the early medieval and Byzantine worlds, across the Silk Roads to ancient China. Students will engage in a study of the cultural patterns and traditions that make up our modern understanding of the ancient world. The assessment methods used to assess learning outcomes vary in some respects according to the special demands of individual units. The methods used across the program (though not at every level or in every unit) may be summarized as follows: • Tests on historical information, archaeological data and language acquisition assess foundational knowledge and skills. • Formal tutorial participation (incorporating directed discussion of questions set for each tutorial session or online forum) as well as individual and/or group presentations assess the integration of foundational knowledge and skills. • Evidence-based analyses and essays (especially at higher levels) test not only the integration of foundational knowledge and skills but also foster the creative application of historical skills and analysis of ancient cultures. • Final examinations allow students to demonstrate their overall command of unit content. Assessment tasks are carefully graduated to guide and focus engagement with the learning outcomes. Scaffolded and sequenced assessment tasks are a feature (including low-risk activities (esp. at the foundational level), a quota of formal weighted tasks, and/or a final examination), encouraging regular practice and reinforcement of knowledge and skills and their integrated application. The assessment regime is designed to account for both assessment of learning and assessment for learning. In-class or online quizzes periodically test student control over foundational knowledge and skills. Evidence-based oral and/or written exercises provide both a process by which students can learn to integrate the foundational knowledge and skills and an opportunity to assess their competency. Textual, linguistic, documentary and material analyses and essays continue to assess foundational knowledge and historical/archaeological/linguistic skills. They also require students to put these skills to new uses by formulating arguments and applying their communicative and analytical skills creatively in a broader context. Final examinations provide a summative assessment of command over unit content. This assessment regime encourages and rewards regular and systematic learning. Specific assessments also foster independent investigation, the development of research skills, and reflection on the significance of historical features and themes for the study of relevant ancient cultures. To this end, regular practice and revision of knowledge and skills are crucial. The program deploys early low-risk assessments, major research-based assessments, and final overview assessments. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The program endows our graduates with transferable knowledge and skills (i.e., research, communication, critical thinking) and enables them to pursue a career in education, tourism, media, museums, libraries, public affairs and administration (both in government and the private sector). The program also prepares students for further study in ancient history and related fields. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements